Inclusive Learning and Educational Equity 5

 Identification of Barriers Preventing Change and Striving 
to Overcome Them
The question addressed directly to the teachers, during the focus interview, con-
cerned the current and anticipated barriers to changes in the teaching–learning pro-
cess. The discussion stirred by the question confirmed the shortcomings of the 
existing education system. The obstacles and difficulties mentioned explicitly, 
including those not fully named by the teachers, which may significantly limit the 
full application of the new/proposed solutions or may be a reason for giving up the 
initiated changes, are presented by the researchers in the description below.
Time-Consuming Planning and Preparation of Classes According to the UDL 
Rules—The Effects of Students’ Work Are Not Always Equal to the Teacher’s 
Workload Related to Class Preparation
The feeling of making full use of the 
material prepared by teachers for students during classes turns out to be an impor-
tant factor, combining the time-consuming work with the use of the UDL approach. 
If a work exercise does not stir students’ interest, that is, nobody decides to do it, the 
teachers perceive this as a waste of time for its preparation, moreover, as an under-
estimation/lack of recognition of the proposed activity’s usefulness/significance to 
knowledge.
Teacher Agnes: (It takes time) for the teacher to get prepared (for the classes), exercises, 
tasks of the proposal. … It turns out that (students) do not always want to use/do them all
. 
(Reflection with researcher, 27)
This example shows how important it is for the teachers to attain at once all goals 
that arise from the core curriculum during classes. Being aware that a certain knowl-
edge has been ‘discovered’ during a particular class or that students have acquired a 
certain skill resulting from a planned task/exercise/activity form is a ‘reward’ for the 
teacher’s time spent for class preparation.